Teachers' Pedagogical Content Knowledge in Mathematics:

Ministry of Education, Ghana developed an Education Strategic Plan (ESP) that will provide a strategic framework to guide the development of the education with the aim of improving quality of teaching and learning in order to enhance student achievement. However, during a survey it was identified that students at the Junior High Schools progressed from one stage to another with misconceptions in some topics in Mathematics which was attributed to teachers low Pedagogical Content Knowledge (PCK). It became necessary to explore teachers PCK since it could continue to affect students achievement in Mathematics. Forty teachers were purposively sampled for the study. Students common misconceptions in addition and division of fractions were used to construct four in-class problems on and then administered to teachers to explain students reasoning. Responses from teachers were analyzed with a PCK framework an adapted from previous researchers.

Autorentext

Mr Mark Mishiwo comes from Tegbi in the Volta Region of Ghana. He obtained his first degree from University of Education, Winneba. The author also pursued his second degree at Hiroshima University in Japan. Currently, the author is teaching Mathematics Education in Akatsi College of Education.